In this instructional video, I used Google Slides to present the content that I would typically use for whole-group instruction if I was teaching using a traditional instructional model.

When planning, I start with the learning target for the unit and break it down for the class. Then, I model the reading strategy, first with pictures, to give students a more concrete understanding. 

I end each video by reviewing the content and giving an overview of the rest of the activities in the lesson. While older learners may not need this, my younger learners benefit from hearing what is coming next.

I use Edpuzzle to embed questions into my instructional video as my engagement strategy. I put a star in the corner of the slides to remind me where I want to insert a question and then use animations to display it. This makes it easy for me to quickly add the multiple choice question from the speaker's notes. 

I have the questions planned out ahead of time, and I often model them after the summative assessment so the students are familiar with the vocabulary and types of questions I am asking.

I use partner activities and literacy centers for most of my practice activities. I create another instructional video to model the activity for students. Then, students practice the same skill with similar materials. In this activity, students were given cards with pictures to compare and contrast with a partner. Once they discussed each card, they used a Venn Diagram to record their thinking.

One thing that helps my students is recording quick videos where I read the instructions for the activities. I link them to my progress tracker so students can revisit them when necessary.

When planning mastery checks, I try to find quick assessments that are easy to grade, giving me a snapshot of what students can do. In this lesson, I used the recording page designed to complement the partner discussion in partner practice. After students discussed the texts, they moved on to the Mastery Check independently and recorded their answers. 

Students have digital access to this progress tracker through our class Google Site; this houses all of the links students need for the unit. 

Additionally, a classroom version of the tracker is posted in the room. Students' faces are displayed on the tracker with a magnet. This helps students manage their work and collaborate.

Here you can see the two whole group check-in lessons where I read a book aloud to prepare them for the work done in upcoming lessons. These are scheduled ahead of time and placed on the tracker so learners know when to expect them.